The teacher working with second-dialect students requires knowledge of the phonology used by his students to deal, not primarily with their pronunciation problems, but, with their reading and writing problems. In language classrooms, priority should be given to the aspects of language used by children that identify them as nonstandard speakers. Grammatical differences appear to be more significant than do differences in pronunciation both in the spoken language and as the child is learning to read. Several works on the phonology of Black English which are available are listed here. (VM)